Collins International Primary GP 3 TG

Unit 4 Lesson 1 • What does ‘fair’ mean?

Skill focus: Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

Subsidiary SKILL(s)

Analysis: 34A.01 Identifying perspectives

Recognise that people think different things about an issue

Reflection: 34Rf.04 Personal learning

Identify which types of activities support learning.

RESOURCES

Topic focus: Rich and poor

Learning Focus

Links to: English, Mathematics

• Students read messages and identify the writer’s view of charity

• Students discuss if the two writers share the same view.

• Students identify some words or phrases that express a view or opinion

• Students identify and accept that two people have different views of charity

• Students read a story with a partner and discuss what they learn from doing it.

• Students discuss the activities in the lesson and identify how they help with learning.

• Student’s Book pages 51 and 53

• Blocks of different shapes and sizes, or classroom objects (rulers, pencils, rubbers, paint pots, pencil cases, etc.)

• Worksheet 4.1 (one per pair)

• Coloured cards (or card with a coloured dot on) with the different prices from the story on the other side (20, 40, 60, 80, 100)

• Coloured tokens or pieces of paper that match the colours on the money cards (one per student)

Activities Assessment / observation Introduction

• Read the unit title with the class. Look at the picture on the opening page. Help students answer the first two questions by asking: What can you see? How many stones are there? What does the stone sculpture remind you of? Is it balanced or unbalanced? Accept all viable suggestions.

• In pairs, give students 3 4 minutes to recreate the sculpture using blocks and or classroom items (see Resources). Afterwards, ask students if it was easy to create a balanced shape or difficult.

• Set the context for the unit by reading the introductory bullet points with the class.

Activity 1

• Focus attention on the picture of Kai and ask students if they can remember his name from Unit 2. Read Kai’s message aloud to the class. Ask: Who is Kai writing to? What is his project about? What two questions does he ask?

SamplePages

• Are students heads up, listening, ready to learn?

• Are they putting up hands to answer your questions?

•

Are partners working well together?

• Are partners speaking equally and on topic?

• Are they facing each other and using non verbal speaking and listening strategies?

• In pairs, students discuss Kai’s questions. Share ideas as a class. At this point, you are only assessing students’ awareness of the concepts – they will develop their own ideas as they work through the unit.

Activity 2

• Read Jomo’s message to Kai aloud. Ask students what suggestion he makes to help Kai answer his question about what fair means.

Support and extend

• Can students find information in a text?

Extend: In Activity 1, focus on Kai’s project and begin to activate students’ understanding of what ‘fair trade’ might mean. Establish what trade is and why it might not always be fair.

Activity 3

• Put students in pairs. Hand out one copy of Worksheet 4.1 to each pair. Give them time to read it through silently, or you could read it aloud to the class first.

• Students read the story aloud in their pairs. Circulate, working with less confident students.

• At the end, ask several pairs to read the story in front of the class

• Ask students if they enjoyed doing the reading. Did they like their character? Why, or why not? Ask: How was the guest feeling? (tired) Why couldn't the guest have the room they wanted? (they didn’t have enough money) If there is time, students could swap roles and read the story again.

• Refer back to Jomo’s message in Activity 2 and ask: Is it fair for the hotel owner to offer rooms that don't have basic needs such as a roof? Would anybody want a room without a roof or without light? Why do you think some people can't afford a room with a roof? Do you think the guest will have a nice evening and sleep well?

• Ask students if they learned anything from reading this story. Has it helped them to better understand the topic of what is fair?

Activity 4

• Hand out the coloured pieces of paper or tokens randomly to students. Stick the coloured cards on the board face down so the numbers cannot be seen. Choose a volunteer to come to the board and turn over the card that matches the colour of their token. Explain that this is how much money they have (the same for everyone with that colour token). Continue for all the colours.

• Group students according to their colours and have them refer back to the story to find out which room they can afford.

• Put students into groups of three (all with different colours). Ask them to work out who in the group can afford the best room. Discuss how the others in the group feel. Ask: Is it fair? Why do you think some of you might not have enough money to afford a good room? Accept all viable suggestions. Say: This story is for fun, but some people in the world really have to make choices between the things they need. We all have the same basic needs, so is this fair?

• As a class, write a definition for the word ‘fair’ on the board.

Activity 5

• Read Kai’s message aloud with the class. Discuss the photos and what is happening in them. Elicit ideas of fairness and charity.

• Read through the phrases in the Useful language box as a class and encourage students to use these in their own writing as they complete the activity.

• Students then work individually to write a message to Kai about what people can do to help others.

Activity 6

• Write the word ‘charity’ on the board and ask: What is charity? Can you give me some examples of charities or things people do when they do charity work?

• Read the text aloud to the class. Students confirm or adapt their previous answers.

Activity 7

• Do students understand how to do a role play type reading activity?

• Are partners taking turns and working together positively?

• Do students use the story to discuss the questions?

• Are they listening to others and responding with relevant ideas or questions?

• Can they say why a story might help them in their learning journey?

SamplePages

• Read Jomo’s message aloud. Ask: Does Jomo think charity is a good idea?

• Remind students who Nimalan is (from Unit 2). Then read Nimalan’s message and ask: Does Nimalan also think that charity is a good idea? What does Nimalan think is the problem with charity? Do Nimalan and Jomo agree/have the same opinions about charity work?

• Are groups taking turns?

• Are students willing to share their ideas?

• Are students taking part in the discussion?

• Are they listening as well as volunteering suggestions?

• Can they write independently?

• Is their writing neat and legible?

• Can students find specific information in a reading text?

• Are students following the text either by sight or with a finger or pencil?

• Can they identify that people have different ideas about an issue?

• Are they participating and offering suggestions?

Support and extend Support: In Activity 5, students could work in pairs or in groups. Extend: In Activity 6, put students into small groups and either have them research local charities and what they do or allocate a different charity to each group (local, national or global) and have them research and make a short presentation on it to share with the class. For Activity 7, do a Jigsaw reading (see Activity bank), allocating Jomo’s message to one group and Nimalan’s to the other. In their groups, students discuss their writer’s opinion about charity, then pair students to share information.

Activities Assessment / observation

Talking point

• Discuss the process of today’s lesson and the different activity types Write the various activities the class did on the board in a list. Talk about how all activities are designed to help students learn, but as we are all different, sometimes we find some activities more useful than others. Have students choose one activity from today’s lesson that they really liked.

• In pairs, students share their favourite activity from the lesson and give a reason why they liked it, and what it helped them to learn.

• Invite volunteers to feed back to the class.

• Point out good examples of listening, turn taking and question asking that you observed in today’s lesson

Before you go

• You could place students into groups to discuss the questions in a round, i.e. one at a time, or you could do this as a whole class. Check answers as a class.

• Clarify that when we read a source, i.e. a text, it’s important that we think about how the person who wrote it thinks about the issue we are investigating. And this is because, as we looked at in Unit 2, we are all different, our experiences are different too, so we don't always have the same perspectives or opinions on an issue.

Support and extend

Reflection prompts:

• What activities did we do today?

• Which activity did you like best? Why did you like it?

• What did you learn doing the activity? It might be a fact, a point of view, or a skill.

Support: Create a flow diagram of the lesson on the board, focusing on the different activities the class have done. Go through each one, asking students how they think the activity helped them to learn something new and something about the topic. Ask them if they enjoyed each activity and why or why not.

Extend: Students could post a message to Nimalan, Jomo and Kai giving their own opinion about charity as an exit ticket.

Teacher Reflection

SamplePages

Could I have organised or prepared students for the hotel reading better? What will I do differently next time? Why? Do students need more support to find information in texts?

4.1 Hotel story

In pairs, choose a character each. Read the story together.

Characters:

Hotel owner Guest

Hotel owner: Good afternoon and welcome to the hotel.

Guest: Good afternoon. Can I have a room for one night, please? I’m very tired.

Hotel owner: Of course. We have lots of different rooms.

Guest: As long as it has a bed and I can sleep. I’m very tired.

Hotel owner: Of course. All our rooms have beds. That will be twenty punts, please.

[Guestpaysthehotelowner20.Hotelownergives Guesttheroomkey.]

Hotel owner: Thank you! That’s room 24.

[Guestwalksawaytotheirroom.Amomentlatertheguestcomesback.]

Hotel owner: Is everything okay with your room?

Guest: No, it’s not. There is no window and no light in my room. It’s very dark and very hot.

Hotel owner: I’m sorry, you said that you only wanted a bed. So, you'd like air and light, yes?

Guest: Yes, of course I need air and light!

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Hotel owner: And a bed?

Guest: Yes, and a bed. I’m very tired.

[Hotelownertakesthekeybackfrom Guestandgivesthemadifferentkey.]

4.1 Hotel story

Hotel owner: Okay, you can have room 28. That will be 20 more punts, please.

[Guesthandsovermoremoneyandleavestofindtheirroom.Theyreturna momentlater.]

Hotel owner: How is your room? It’s got lots of air and light, hasn't it?

Guest: Yes, it has, because there is no roof!

Hotel owner: Yes, I know. Lots of air and light.

Guest: It’s raining. I am very tired and I need a room with air, light, a bed and a roof to stop the rain getting in.

Hotel owner: Oh, okay. That will be 20 more punts, please. Room 36.

[GuesthandsovermoremoneyandHotelownerhandsoveradifferentkey.Guest leavestofindtheirroom.Theyreturnamomentlater.]

Hotel owner: How is your room?

Guest: Terrible! There’s no water in the bathroom and I want to brush my teeth.

Hotel owner: Oh, I’m sorry. You didn’t say you wanted water. Water is another 20 punts.

Guest: And is there a heater too? It’s getting cold. I can't sleep if I’m cold.

Hotel owner: A heater? That will be another 20 punts. So that’s a total of 100 punts, please.

SamplePages

Guest: But I only have 60 punts.

Hotel owner: So, I’m afraid that means the room with no water and no heating, Have a lovely evening.

Unit 4 Lesson 2 • What do you need?

Skill focus:

Analysis

Learning Objectives

Main SKILL

Analysis: 34A.03 Making connections

Talk about simple causes of personal actions and consequences on others.

Subsidiary SKILL(s)

Evaluation: 34E.01 Evaluating sources

Discuss a source, recognising the author’s ideas about an issue.

Research: 34Rs.02 Information skills

Locate relevant information and answers to questions within sources provided.

RESOURCES

STARTER

MAIN

Topic focus: Rich and poor

Learning Focus

Links to: English

• Students read a story that shows how positive actions make a difference to someone’s life.

• Students identify which speaker a third speaker agrees with.

• Students find information in a text.

• Student’s Book pages 54 and 55

• Woollen jumper or scarf, honey, bread, a jar of coffee (optional)

• Skipping rope (optional)

• Traffic light exit ticket poster

Activities Assessment / observation Introduction

• Ask students to suggest key words from the previous lesson. Write or ask a volunteer to write these on the board. Students can then think pair share ideas.

• Remind students that in the lesson they were talking about basic needs, helping others and what ‘fair’ means. Explain that in this lesson, students are going to think more about creating a fair world.

Activity 1

• Either focus attention on the pictures in the Student’s Book or show students the objects you have brought in (see Resources). Ask students to name them, and if they are the actual objects, to touch or taste and describe them. (Check allergies with parents/carers before doing this activity.)

• Discuss what we do with each item and if it is something we need

Activity 2

• Look at the pictures as a class. For each one, ask: Do we have these in our region?

• Students match the items from Activity 1 with the items in Activity 2.

SamplePages

• Are students heads up, listening, ready to learn?

• Are they putting up hands to make suggestions?

• Can they recognise that people think different things about an issue?

• Are students participating in the activity?

• Are students putting up hands to make suggestions?

Support and extend Support: In Activity 2, clarify the connection between the items in the activities. Use simple drawings on the board or find short video clips on the internet that explain each one to show the class.

Activities Assessment / observation

Activity 3

• NOTE: Be aware that some students may not have everything that they need themselves. Approach this activity sensitively and adapt or omit it if necessary.

• Ask students to close their eyes. Say: Let’s use our imaginations. Imagine you are poor. How do you feel? What things do you need? Open your eyes and tell your partner. Students work in pairs to share ideas.

• Ask a volunteer pair for one answer. Ask the rest of the class to think about which of the eight items on the Student’s Book page would most help solve this problem and why.

• Are students working effectively with their partners?

• Are partners facing each other and using non verbal speaking and listening strategies?

• Can students explain their answers clearly?

Then ask them how long they think it will solve the problem for (a short time or a longer time). Encourage students to begin to think about the idea that people who have less than others need a long term solution to their problems. Ask questions such as: But what will happen next week or next month? Will this family have the same problem or not?

• Read the question in the Student’s Book aloud. In pairs, students discuss the question. Share answers as a class.

Activity 4

• Read Rosa’s story aloud to the class. Stop and ask students to describe the images before you read each text.

• Students then match the text to the alpaca in Activity 2.

Activity 5

• Students work in groups of four or five. Read the first part of the story aloud. Set a time limit (2 or 3 minutes). Groups create a still photo (tableaux) to represent the text. Say: Freeze! And each group must stay completely still in their frozen photo. Highlight a few nice examples from the class. Then repeat for the remaining texts.

Activity 6

• Place a skipping rope or mark a line down the middle of the space. One side of the line is: Two years ago and the other is: Now. Call out things from Rosa’s story and students jump to the correct side of the rope, for example: poor (two years ago), more money (now), no alpacas (two years ago), three alpacas (now), given clothes (two years ago), make and sell clothes (now), didn’t go to school (two years ago), goes to school (now).

• Students work individually to copy and complete the chart. Circulate, checking answers.

Activity 7

• Ask: Can you remember what Nimalan and Jomo think about helping others?

• Read aloud Jomo and Nimalan’s messages from Lesson 1, Activity 7 again. Ask: Do you think Rosa’s story tells us that she thinks the same as Jomo? What about Nimalan? Why?

• Students use think pair share to offer answers to the question. Discuss why they think this. Ask: Do you think Rosa’s story has a happy ending?

Support and extend

PLENARY

• Are students sitting still and listening?

• Are they putting up their hands to make suggestions?

• Can they describe what they see and link ideas?

• Do students understand the task?

• Are they working well in groups?

• Are all team members actively involved?

• Are students interpreting the information in the text correctly?

• Can they infer information from the context of the text?

• Is their work neat and legible?

• Are students taking part in the class discussion?

• Are they listening respectfully to each other?

Support: Do Activity 3 as a class. In Activity 6, draw and complete the chart on the board as a class.

Extend: In Activity 6, have students think about what else Rosa may or may not have had in the past but has or does not have now by inferring from the text, for example, she may have been sad in the past and may be happy now, or hungry in the past and not hungry now.

Activities Assessment / observation

Talking point

• Discuss the first question as a class.

• Discuss the second question with the class. Students write their name on a sticky note and post it on the traffic lights poster.

SamplePages

Before you go

• Read the question as a class. Give students a moment to think, then have students tell their partners a thing they think they need in life.

Support and extend

Reflection prompts:

• What was your answer to the question in Activity 3? Can you explain it?

• Did we all think the same?

Support: Make a note of students who place their sticky notes on red and support them in future lessons by pairing them with a student who placed their token on green.

Extend: Ask students to show how much they agree with each of the children: Jomo, Nimalan and Rosa. They could do this physically by standing up straight and tall if they totally agree, bending their knees so they are half their height if they mainly agree and sitting down if they do not agree at all.

Teacher Reflection

Is there anything I need to plan to support groups or individuals based on the exit tickets?

Unit 4 Lesson 3 • What is fair trade?

Skill focus: Research

Learning Objectives

Main SKILL

Research: 34Rs.02 Information skills

Locate relevant information and answers to questions within sources provided.

Subsidiary SKILL(s)

Reflection: 34Rf.04 Personal learning

Identify which types of activities support learning.

RESOURCES

STARTER

Activities

Introduction

MAIN

Topic focus: Rich and poor

Learning Focus

Links to: English

• Students find specific information in an infographic.

• Students discuss infographics and their features.

• Students discuss KWL charts as a method of organising ideas.

• Student’s Book pages 56 and 57

• Worksheets 4.3 (a) and 4.3 (b)

• Reflection journals (optional)

• Read the lesson focused enquiry question to the class: What is fair trade? Assess whether any students know what fair trade is and if so, how much they know about it.

Activity 1

• Read the instruction aloud with the class. Then read Kai’s message aloud and ask students to put their hands up when they hear the answer.

• Check answers.

• Ask the class to make suggestions for how Kai can start his project. Accept all viable suggestions.

Activity 2

• Read the instruction and Jomo’s reply aloud with the class. Have students put their hands up when they hear the answer.

• Ask students if they know what a KWL chart is. If they don’t, draw one on the board or show them Worksheet 4.3 (a).

• Discuss the three sections and explain that you do not fill them all in at once. You fill the K and the W sections in at the beginning of your project, and then you fill in the L section as you work through your project. You may want to explain that sometimes we add more things to the W section as we find out more information and wonder about more things.

SamplePages

• Are students heads up, listening, ready to learn?

• Are students focused on the activity?

• Are they willing to make suggestions?

• Are students sitting still and listening?

Support and extend Support: In Activity 1, ask clarification questions, for example: What is Kai’s project about? Does Kai know what fair trade is? Does he know how to start his project? What does he want Jomo to do?

Extend: If students do not know anything about fair trade, encourage them to think what the term might mean. Remind them of their investigations into the meaning of ‘fair’ and discuss what ‘trade’ means, using the Vocabulary box.

Activities Assessment / observation

Activity 3

• Explain that students are going to try using a KWL chart to answer the question: What is fair trade? in this unit.

• Hand out Worksheet 4.3 (a) (one per student). Students write the lesson enquiry question on their chart. Allow time for students to personalise it with drawings and border designs.

• Have students focus on the K section of the chart and ask them what they already know about fair trade. (If they don't know anything, have them write in definitions for ‘fair’ and ‘trade’.)

• Are students focusing on the task?

• Are they asking for help or clarification when they need it?

• Are they writing neatly and clearly?

MAIN continued

Activity 4

• Read Kai’s questions aloud to the class. Have students suggest where Kai should write the questions.

• Students copy them into their own KWL charts.

Activity 5

• Ask students to pair read the infographic about the Fairtrade Foundation

Remind them to talk about the images as they read.

• Read the questions from Activity 4 again with the class, and if necessary, read the infographic aloud to the class.

• In pairs, students find the information to answer the questions.

• Check answers as a class. Clarify that the infographic does not give any information about fair trade products, so at this point, students cannot answer this question.

Activity 6

• Working in pairs, students add the answers to Kai’s questions to the L section of their KWL chart.

Activity 7

• Read the speech bubbles aloud in the infographic to the class. Discuss for each if they are saying that fair trade is a good or a bad thing.

Support and extend

• Are students putting up their hands to make suggestions?

• Are they listening respectfully to others?

• Are students working well in pairs?

• Can they find information in the text?

• Are students writing neatly and clearly?

• Are they on task?

• Are students putting their hands up to make suggestions?

• Are they listening respectfully to each other?

Support: In Activity 5, do not read the speech bubbles until Activity 7.

Extend: In Activity 7, draw students’ attention to the grammatical structure used in each speech bubble (conditionals). Discuss how we use conditionals to state a condition (the ‘If’ clause) and a result. Encourage the class to think of other examples of conditional statements. Ask: What extra information does the second speech bubble give us about international trade?

Activities Assessment / observation

Talking point

• Talk about how students have had to think about how to work on a project and to find answers to specific questions in an infographic.

• Discuss the infographic. Ask questions for students to put their hands up,

• Hand out a copy of Worksheet 4.3 (b) to each student and read through the 3-2-1 reflection ticket together. Make sure students understand that they should try to write three things in the top row, two things in the second row and one thing in the bottom row. Have students show three fingers, then two, then one.

• Students complete their reflection tickets and hand them in as they leave. Alternatively, they could glue them into their reflection journals if they have these.

SamplePages

Before you go

• Use think pair share to have students answer the question.

Reflection prompts:

• Was the infographic easy to understand?

• Did the pictures help you to understand the words and ideas?

• Why do you think the writer included pictures in the infographic?

• How did you work together today?

• How did the different activities help you to organise your thoughts or to understand information more easily?

• Now you know a bit more about fair trade, what other questions could you ask?

• Is there anything you want to ask me about today’s lesson? Anything about the activities we did or the information we learned?

Reflection prompt:

• Where do we find information from? What activities could we do to find out more?

Support and extend Support: For the Talking point activity, students could complete the 3-2-1 reflection in pairs rather than independently.

Teacher Reflection

How should I address students’ questions from their reflection tickets today? How can I help them improve their KWL charts?

What I Know

What I Want To Know

What I Learned

Unit 4 Lesson 4 • What fair-trade foods can we buy?

Skill focus:

Research

Learning Objectives

Main SKILL

Research: 34Rs.02 Information skills

Locate relevant information and answers to questions within sources provided.

Subsidiary SKILL(s)

Reflection: 34Rf.04 Personal learning

Identify which types of activities support learning.

RESOURCES

STARTER

MAIN

Topic focus: Rich and poor

Learning Focus

Links to:

• Students play games to find information and answers to questions posed in KWL charts.

• Students discuss what they have learned by playing the games

• Student’s Book pages 58 and 59

• Online video about fair trade (optional)

• Worksheet 4.4

• Paper and pencils or crayons

• Counters or tokens, dice or spinners

• Speaking tokens (optional)

Activities Assessment / observation Introduction

• Use students’ answers in the 3-2-1 reflection ticket from Lesson 3 to quickly recap what they did and what they know so far about the idea of fairness, charity and fair trade. Try to include the differing views of charity they have looked at in the recap.

• Explain that in this lesson, they will learn more about fair trade so that they can decide what they think about it.

• Are students heads up, listening, ready to learn?

• Are they contributing ideas?

Support and extend Support: Find a short online video for children that explains what fair trade is to help explain the concept. You could search for ‘Fairtrade Adventures’ as a starting point.

Activities Assessment / observation

Activity 1

• Put students into groups of three or four. Cut up and hand out one copy of the fair trade food items from Worksheet 4.4 to each group. Ask them to place the cards face down in a pile in the middle of their table.

• Set a time limit of 8 minutes. The first student in the group picks up the top card and looks at it without letting the rest of the group see.

• They begin to draw the item on their card on a piece of paper. The group guesses what it is. Once they have guessed, they can all see the card. The next player turns over the next card and starts to draw.

SamplePages

• The aim of the game is to identify all the food products correctly within the time limit. At the end, ask groups to count how many they got, and declare a winning team.

• Students can then turn over the other cards to find out about more fair trade products, or they can share their knowledge in groups.

Activity 2

• Students work in their groups or in pairs to see what other information they can add to their KWL charts. They should now be able to add in the L section the names of some fair trade products.

• In their groups, have students discuss more questions they could add to the W section about fair trade or fair trade products.

• Discuss suggestions as a class.

• Can students follow the rules of a game?

• Are they participating and actively engaged?

• Are they speaking nicely to each other?

• Can they connect the game to the information they are trying to find out?

• Are students focusing on the task?

• Are they all taking part and offering suggestions?

• Are they producing neat work?

PLENARY

Activity 3

• Explain that students are going to play a game that might help to answer some of their additional questions in their KWL charts.

• Each player will need a token or counter and each group will need a spinner or dice.

• Check that students know how to play ‘Snakes and Ladders’. You could write the rules on the board with them. Explain that this is a fair trade version, called ‘Snakes and Flowers’ because it is about a farmer who grows flowers, and shows how difficult it is to grow and sell them and how fair trade can help.

• Check understanding of some of the key words on the board, for example, cooperative, waste, storm, ruin, harvest, fuel.

• After groups have played, discuss the texts on the board and have students sort them into negative (at the tops of the snakes) and positive (at the bottom of the flowers).

Activity 4

• As a class, discuss what new information students can add to their KWL charts now. Has the game made them want to add any new questions?

• Students write in their KWL charts.

Support and extend

• Can students follow the rules of a game?

• Are they playing considerately?

• Are students putting their hands up to speak?

• Are they contributing suggestions?

Support: In Activity 1, do a quick hands up survey to see who likes, regularly eats or drinks or uses these food items. In Activity 2, use speaking tokens to encourage all group members to participate. In Activity 3, review the idea of rules and why they are important in a game. Brainstorm a quick list of how to be a good game player on the board (e.g. take turns, pass the dice or spinner nicely, listen to others).

Extend: In Activity 1, take the class to a local supermarket to see which of the different food items you can buy there, and if any of those available are fair trade products. If fair trade products are available locally, then students could work in groups to find and record, either by drawing pictures or taking photos, other available products to discuss in class. In Activity 3, encourage students to think of other negative or positive things that could help or hinder the flower farmer.

Activities Assessment / observation

Talking point

• Discuss the process of today’s lesson Talk about how students have behaved while playing the games. Refer back to the list on the board if the class created one at the beginning of the lesson. Point out good examples you observed.

• As a class, discuss the question in the Student’s Book.

Before you go

• Give students a minute to look at their KWL charts before they put them away. Remind them that when you use a KWL chart, it’s important to look at it regularly to see how your knowledge is progressing.

• Allocate one side of the room to Yes and the other side to Not really Count down: 5, 4, 3, 2, 1, GO! Students place themselves somewhere on the imaginary line between the two walls, depending on how well they think they are understanding what fair trade is

• Students tell their partners what new information they have learned about fair trade.

Reflection prompts:

• What did you learn from each game we played? Did you learn the same things or different things?

• Are you good at working in a group without an adult?

Reflection prompt:

SamplePages

• Think about what you knew about fair trade when you came into class today. Now think about what else you know now.

Support and extend Support: Use speaking tokens to encourage less confident students to take part in the plenary discussion.

Extend: Extend the discussion by explaining that we all learn in slightly different ways and it’s important to find activities that help us as individuals to learn – this doesn't mean they shouldn't try or engage in other activities – but it’s good to know how you like to learn.

Teacher Reflection

Did I give students enough time to find out new information? Have I helped them to notice what they’ve learned and how the activities have helped them to learn? Can I use other strategies to encourage more reluctant students to participate?

Unit 4

Skill focus:

Collaboration

Learning Objectives

Main SKILL

Collaboration: 34Cl.02 Being an effective team

The team allocates given tasks to team members to achieve a shared outcome.

Subsidiary SKILL(s)

Collaboration: 34Cl.01 Working together

Work positively with team members, contributing ideas to improve teamwork or the shared outcome

Research: 34Rs.02 Information skills

Locate relevant information and answers to questions within sources provided

RESOURCES

Lesson 5 • The journey

Topic focus:

Rich and poor

Learning Focus

Links to: Art & Design

• Students allocate roles and responsibilities between group members to make an information comic strip.

• Students make an information comic strip.

• Students complete a fact file by watching videos, reading texts or reading online information to find relevant information to answer the questions on the fact file.

• Student’s Book pages 60 and 61

• Device(s) with internet access (you will need to source information for students to use to find out about the journey of one fair trade product)

• Worksheet 4.5

• A3 or poster paper, pens or pencils, coloured pencils or crayons, paper, scissors, glue

• Lolly sticks with students’ names on them

• English dictionaries, globes or world maps (optional)

Activities Assessment / observation Introduction

• Play noughts and crosses. Divide the class into two teams. Draw a noughts and crosses grid on the board and put the first letters of fair trade products in the squares, for example, F (flowers), H (honey), O (olive oil), P (pineapple), B (banana), C (chocolate), C (coffee), T (tea), R (rice). Give teams one minute to talk about possible fair trade foods beginning with each letter. Use lolly sticks to choose a player from Team 1. Have them choose a letter on the grid and name a product. If it is a fair trade product, they win that square for their team. Draw or use a sticky note to place a nought on the square. Repeat for Team 2. Continue until one team gets three squares in a row horizontally, vertically or diagonally. If a team cannot name a fair trade product for a square they want, that square remains uncovered.

• Explain that in this lesson, students are going to look at one fair trade product in more detail.

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Activity 1

• Choose a fair trade product to research, or allow groups or pairs to choose one. This will depend on how students will practically find the information they will need to complete the fact file. If you are choosing the product, show students an image of the product they are going to research using the ideas on Worksheet 4.4. Ask: Do we make/grow this in our region? What about in our country? Where (else) do you think this product is made/grows? If you have a globe or world map, encourage students to use it to suggest possible locations around the world. You could do this for several products if students will be choosing what to research for themselves.

• Discuss where students might find information to answer the question: Where is this product made or where does it grow? (the internet, on the product packaging, in books, etc.).

• Are students heads up, listening, ready to learn?

• Are they willing to take part?

• Are students putting their hands up to offer suggestions?

MAIN

• If you have internet access, support students in searching for the answer. If not, use printed out material to confirm the answer.

Support and extend

Support: Do Activity 1 as a class rather than in pairs.

Extend: Have students work in groups to create their own fair trade noughts and crosses grids for the Introduction activity. Swap grids among groups, place two groups together and have them play the game. In Activity 1, you could let students vote for which product they’d like to research. Alternatively, you could organise the class into groups and allocate a different product to each group.

Activities Assessment / observation

Activity 2

• Students complete the fact file on Worksheet 4.5. Help them to complete the first two pieces of information.

• Read the rest of the fact file with the class. Use the question words to clarify what sort of information students need to complete the fact file.

• Play a video online or hand out printed information sheets, or have students use the internet to search for information about different products. Students make notes on their fact files as they watch or read.

• Put students into groups to share and confirm their information. Check answers as a class.

Activity 3

• As a class, look at the comic strip. Ask students if they like comics. Talk about the features of a comic, i.e. lots of small scenes/pictures, some text; some text at the top or bottom of a picture and sometimes in speech bubbles. In English, we read a comic from left to right and top to bottom.

• Read aloud the Top tips. Clarify the different roles for group members in this activity and write a list on the board, for example, supplies person (who will work with the group to make a list of the materials they need, and then will find those materials, get any additional materials as the group work, and make sure all materials are returned at the end of the activity. This person might also be in charge of cutting out pieces of paper for the drawers to draw their scenes on or the writers to write the words on and then glue them onto the larger A3 sheet); drawers (who will draw the different comic scenes); writers (who will write the different texts); you could also have an editor who checks the spelling in the writing (either with a dictionary or with you. this person’s job might also be to come to you if the group have any queries as they work, and relay information back to the other group members).

• Students work in their groups from Activity 2 and decide what will be in their comic and who will do each role. Note that most groups will need at least two drawers and two writers.

Activity 4

• Join up groups to share their comics.

• Have groups give the other group two stars and a wish for their comic.

• Are students focusing on the task?

• Are they writing information onto their fact files?

• Are they comparing answers in their groups?

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• Are groups able to organise themselves and allocate roles for each member effectively?

• Are groups working well together? Are they sticking to their different roles?

• Are group members patient and supportive to each other?

• Are they listening to each other and responding positively?

• Are all group members contributing ideas?

• Has the group produced a comic?

• Is the comic attractive and informative?

• Is the writing neat and spelling correct?

• Are the images appropriate?

• Is there any key information missing?

• Do groups listen attentively to each other?

• Do they frame feedback in positive terms?

Support and extend Support: Do Activity 2 as a class, either on the board or on a large piece of paper. You could choose to only focus on one or two of the most significant questions.

Activities Assessment / observation

Talking point

• In pairs, students discuss the questions in the Student’s Book.

• Discuss the process of today’s tasks with the class Talk about how students have worked in their groups. Point out good examples you observed of various students doing these activities. Focus on the positives in the various comics.

Reflection prompts:

• How easy or difficult was it to work in a group today?

• Can you think why it was easy or difficult? What could you do to make it better next time or what would you do again?

• Do you feel that your group’s comic told the fair trade story well? Could a person who didn’t know about fair trade learn something about it from your comic?

Before you go

• Give students a moment to look back at their fact files and comic strips. If students within the class have produced comic strips for different products, display them and have students walk around and view them.

• Discuss the question in the Student’s Book as a class.

Support and extend Support: Do the plenary as a class activity or work individually with groups if possible.

Teacher Reflection

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Which students need more help with selecting information? Which students are working well together in group work? How can I support students who are not yet working effectively in groups?

4.5 Fact file

Complete the fact file about your product.

Product name: Where it comes from:

Where it is sold:

What you need to make or grow it:

How it is made or grown:

How it travels to the shops:

First,

Then,

Next,

After that,

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Finally,

Unit 4 Lesson 6 • Do you agree about fair trade?

Skill focus:

Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.02 Evaluating perspectives and arguments

Express an opinion about another person’s ideas on an issue, giving reasons for own opinion.

Subsidiary SKILL(s)

Research: 34Rs.03 Conducting research

Conduct investigations, using interviews or questionnaires, making observations and taking appropriate measurements.

Analysis: 34A.03 Making connections

Talk about simple causes of personal actions and consequences on others.

RESOURCES

STARTER

Topic focus: Rich and poor

Learning Focus

Links to: English

• Students read other people’s views of fair trade and agree or disagree.

• Students express own opinion on the issue of fair trade.

• Students conduct a survey.

• Students outline how personal actions can impact on poorer farmers and improve their lives.

Activities

• Student’s Book pages 62 and 63

• Clipboards (optional) (Note that students could do the survey at home as homework and bring their results in to class.)

observation Introduction

• Go through students’ KWL charts from Lesson 3 and talk about what they knew when they began this unit of work, what questions they asked and what they know now.

• Discuss some of the activities they have done that helped them to learn about what ‘fair’ means, why it matters and what fair trade is.

Activity 1

• Read Kai’s message aloud to the class. Ask students what they think. You might want to refer to how many of the class actually knew about fair trade at the beginning of the unit, and whether it is possible to buy many fair trade products locally.

Activity 2

• Read Jomo’s message aloud to the class. Students put up their hands when they think they have heard and read the answer. Check the answer as a class.

Activity 3

• Write survey on the board. Remind students that, like a questionnaire, a survey is when you ask other people about an issue. However, in a survey, you often only ask one question.

• Ask the class what question they will need to ask in their survey (refer back to Kai’s message in Activity 1) and what answer options they should supply. To avoid a yes/no question, students could reframe the question: Do you know about fair trade? to What do you know about fair trade?

Activity 4

• Students work in pairs or small groups to survey people either at home as homework or around the school. They could survey other students, teachers and school staff. Alternatively, they could survey people in the street or in a supermarket.

• Are students heads up, listening, ready to learn?

• Are they contributing?

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• Are they listening to others speaking?

• Are students listening attentively?

• Are they putting up their hands to speak?

• Are students listening attentively?

• Can they locate the information they are looking for in the text?

• Are students focusing on the task?

• Are they making positive contributions in a whole class situation?

• Are students speaking clearly and politely and at the correct volume?

• Are they noting down the responses correctly?

PLENARY

• Remind students of the code of conduct when asking other people questions and discuss how to note down the results as they do the survey. Have them work together to produce an introduction and copy this down onto their survey sheet.

Activity 5

• Have the class collate their results and vote for how to show them, for example, on a pie chart, bar graph or in a tally chart.

Activity 6

• Display the results of the survey. Use think pair share to answer the question: Do more people know or not know about fair trade? If relevant to the survey, ask: What do people know about fair trade?

• Ask students to put their hands up if they think fair trade is important. Ask a student with their hand up to give a reason why. Then ask: Do you think more people should know about fair trade?

Activity 7

• Read Nimalan’s message aloud to the class.

• Use think pair share and then ask for students’ opinions. Encourage them to explain their answers using because

• Have students write a response to Nimalan in their notebooks.

Activity 8

• Read the speech bubbles aloud to the class. For each one, ask: Does this person think fair trade is a good thing or not?

• Do hands up surveys to see if students agree or disagree with each statement. Use class lolly sticks to ask various students to explain why they agree or disagree. Encourage students to use the language in the Useful language box.

• Note that although the work in the unit will lead students to have a positive view of fair trade and its initiatives, be prepared to listen to other viewpoints if the student can justify their position.

Support and extend

• Can students suggest and record their findings in an appropriate format?

• Are students able to interpret data form a graph?

• Can they express their opinions?

• Do students volunteer ideas and make suggestions?

• Can they write a clear and informed response?

• Are students paying attention and following along in their books?

• Are they interacting with their partners?

• Do they volunteer responses?

• Are they considerate of each other’s views?

Support: For Activity 3, review open and closed questions by giving examples on the board. Do Activity 7 as a class. You could also omit the writing part.

Extend: For Activity 8, students write a sentence or a short paragraph in their notebooks explaining their view of fair trade and giving reasons.

Activities Assessment / observation

Talking point

• In pairs, students discuss the questions in the Student’s Book.

• Discuss the process of today’s tasks with the class Talk about how students have worked. Point out good examples you observed of various students doing these activities, specifically the survey. Take the opportunity to review best conduct when conducting research outside of the classroom.

Before you go

• Draw the lesson to a close by saying: Today, we’ve talked to lots of people about fair trade and we’ve read some different opinions about it. I wonder if this has changed your opinion of fair trade at all. Tell your partner what your opinion about fair trade is now.

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Reflection prompts:

• How successful were you at doing the survey?

• What could you do to make it better next time or what would you do again?

Support and extend Support: Remind students that we first have to find out information about an issue, then we have to be able to notice what a person thinks about the issue, and then we use the information we know and our own ideas to think about whether we agree or disagree with that person. Explain that our views are all valid, but we must be able to say why we think what we think. However, students are learning how to do this, so for now it’s OK to be beginning to think about this skill.

Teacher Reflection

Did students need more preparation for the survey? Do I need to provide more practice in how to understand others’ opinions, and to express own opinions about those opinions?

Unit 4 Final task: Create a letter or video about fair trade

Skill focus:

Evaluation

Learning Objectives

Main SKILL

Evaluation: 34E.02 Evaluating perspectives and arguments

Express an opinion about another person’s ideas on an issue, giving reasons for own opinion.

Subsidiary SKILL(s)

Collaboration: 34Cl.01 Working together

Work positively with team members, contributing ideas to improve teamwork or the shared outcome

Analysis: 34A.04 Solving problems

Suggest personal actions that could make a positive difference to an issue affecting others

Reflection: 34Rf.01 Personal contribution

Identify strengths and limitations of personal contribution to teamwork

RESOURCES

Topic focus: Rich and poor

Learning Focus

Links to: Digital Literacy

• Students express their opinions on other groups’ responses to a series of questions.

• Students produce a persuasive and informative letter or video about an issue proposing a solution based on own opinions.

Task Summary

STARTER

Activities

Activity 1

• Students work together to create a letter or a video.

• Students identify the need for change and make at least one suggestion for how people can make a positive difference.

• Students think about how well they worked in their group.

• Student’s Book pages 68 69

• Worksheet: Final task (a) (one per group, with questions cut up)

• Pieces of paper (seven per group), pens or pencils and glue

• Paper, pens or pencils, envelopes and stamps (if required) and/or video recording equipment such as a mobile phone, tablet or video camera

• Worksheet: Final task (b)

Students develop their evaluation skills as they work in groups to discuss each others’ opinions based on question prompts. They will then use their knowledge and opinions of fair trade to write a letter or make a video to persuade someone to buy or to sell fair trade goods. These should explain how the things we do (for example, buying or selling fair trade goods) can make a difference to someone else’s life.

• Discuss with the class the activities they have done in this unit.

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• Read the text box with the class. Ask: What are you going to make in this task? Are you going to work on your own? With a partner? In a group?

• Ask: What are the words in bold? Read these aloud to the class. Explain that these are important words that we can use to make sure we achieve success in the task. Remind them to refer to these words frequently as they work through the task.

• Check that students understand the task by asking them to explain it to each other in pairs, without looking at the Student’s Book.

• Discuss a list on the board of what is important when working in groups. Keep the list on the board as students do the task. Refer students to the list as necessary.

• Ask: What can we use from the unit to help us in the task? Accept all viable answers, but make sure to include the KWL chart and the survey results, as well as to think about the different viewpoints that have been presented in the unit.

Assessment / observation

• Are students heads up, listening, ready to work?

• Are they putting up their hands to speak?

• Are they all contributing?

• Are they listening to others speaking?

• Can they explain the task to a partner?

MAIN

Activity 2

• Use the ‘round robin’ technique to get groups to discuss possible answers to the questions on Worksheet: Final task (a) Give each group seven pieces of paper (one per question). Each student in the group should have at least one piece of paper, and they should each have a pencil or pen. They will also need a glue stick. Hand out the cut up question strips from the worksheet – one set per group. Each student takes one and sticks it to the top of their paper. Groups place the papers in a pile in the centre of their table. They then write one answer or response below the question, write their name after their response, and pass their paper to the left. They read the question on the new paper they have received and write a response and their name. This could be their opinion on the previous student’s sentence. They continue to pass the papers around the group until everyone has commented on each question.

• Groups should refer to their KWL charts to help them, and can refer back to the unit as necessary.

• Circulate. If groups are struggling, discuss some of the questions with them.

• Are students able to express their opinions?

• Are groups organising themselves sufficiently?

Support and extend Support: Review the unit by reading all the messages from Kai, Jomo and Nimalan throughout the unit, and Rosa’s story, again with the class. Discuss viewpoints about charity and fair trade as applicable. Each time, ask students if they agree or disagree with the speakers.

Activities Assessment / observation

Activity 3

• Groups swap their papers. They select one of the questions they have been given, read the question aloud and the responses. As a group, they then discuss these and say who they agree or disagree with and why.

• They can continue for more or all of the questions, or you can get each group to discuss one or two.

• Circulate, checking students are giving their opinions and explaining those opinions. Encourage them to think about what they have learned or discussed in the unit in order to justify what they think.

Activity 4

• Read the instruction and Jomo’s message aloud to the class.

• Discuss why we write letters or make videos about important issues, i.e. to explain the issue to people and to ask/persuade/invite them to do something positive to help make a difference.

• Have students think, either in their groups or as a class, who it would be good to send their work to and why, for example, parents, so they become aware of the issue and buy fair trade goods if possible; local politicians who could encourage shops to sell fair trade goods; the head teacher or whoever is responsible for buying food for the school canteen if there is one; local supermarket or shop owners to try to make them aware of and possibly sell fair trade items; other students to make them aware of the issues and if possible, buy fair trade items.

• Groups decide who their audience is.

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• Are groups working well together?

• Are all students actively participating?

• Are groups working well together?

• Are all members participating?

Activity 5

• Read the instructions and the sentence stems aloud with the class.

• Groups produce a letter or a video using the sentence stems provided (they can add extra information as they wish). Make sure groups are including every member in the task, for example, if they are making a video, each member can say a different point, and they can take turns filming each other. If they are writing a letter, pairs can be responsible for writing different sections.

• Can groups organise themselves?

• Are group members working well together?

• Are they focusing on the task?

• Are all students contributing?

• Are they responding positively to suggestions from others?

Support and extend Support: Do Activity 1 as a class or arrange groups so that each is a mix of confident and less confident students. You could also hand one question out at a time and allow groups time to talk about each individually rather than using the round robin technique, or allocate a different question to each group.

Do Activities 3 and 4 as a class.

Extend: For Activity 4, have students post or deliver their letters, or arrange for their target audience to watch their videos. It would be interesting to gather some feedback from the audience to discuss, and ask them to give their opinions on the opinions students have presented.

Activities Assessment / observation

Reflection

• a Students take time to reflect on the outcome of the task individually by completing Worksheet: Final task (b).

• b Team members discuss their responses to the worksheet together. Do they all agree on their assessment of success?

• c Ask: How do you feel working in a team improved your questionnaire? Does everyone agree?

Before you go

• Draw the lesson to a close by asking the class the questions in the Student’s Book.

• Share things you noticed that the class did well within the task. Refer back to the unit as a whole. Focus students on how well they have thought about the issue of what is ‘fair’, and whether they have thought about how other people feel about the issue and given their own opinions on those views, in order to suggest how our personal actions can make a positive difference.

Reflection prompts:

• How well did you do the task?

• Did the activities help you learn how to work well in a group?

• Do you feel good about the way you worked on this task? Why or why not?

Reflection prompts:

• Do you think you understood the topic in this unit well?

• Do you think you have learned new information in this unit?

• Do you feel you can identify what a person thinks about an issue?

• Do you feel that you can give your opinion about other people’s ideas?

Support and extend Extend: Ask students to discuss what else they could do to make the world or their local region a ‘fairer’ place to live. You could investigate local charities, initiatives and cooperatives, as applicable, and see what students could do to get involved. If fair trade products are available in your region, students could make cookies or brownies (or another recipe) using only or mainly fair trade goods and share these with their audience to promote the idea of using fair trade.

Teacher Reflection

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Are students able to recognise an author’s ideas in a source? Can they express their opinions on these ideas based on evidence and research? Are students able to see that personal actions or group actions can help solve or contribute positively towards an issue? Do I need to work further on these points with the class?

Final task (a) What do you think?

Cut up the questions and hand out one set to each group.

Why isn’t the world always fair?

What ways can we help people who have less than we do?

Is charity the best way to make the world a fair place? Explain your answer.

Is fair trade important? Explain your answer.

Does fair trade help everyone? Explain your answer.

Is it better to buy local products or fair trade products? Why?

How can we make the world fairer?

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Final task checklist

letter or video

letter or video

letter

letter

video

How did you help your team today?